Potenciando el razonamiento proporcional en estudiantes de grado quinto de educación básica primaria. reporte de una experiencia

Abstract

The proportional reasoning has been a matter of study not only at the national but also at the international level, identifying difficulties at the moment of dealing inside the classroom with decontextualized and unarticulated the mathematical contents reasoning and proportion, in which it is used to do one of the algorithms procedure without using the proportion to its understanding, situations in which it deals firstly with its qualitative aspect then to quantify the relation between the magnitudes thus in this way identify if they are the same type (internal reasons) or different type (external reasons) The researching developed paperwork describes the classroom intervention whose purpose is to strengthen the proportional reasoning through the implementation of a contextualized group of tasks which allow the formation of the mental object comparatively, which is the phenomenological resource which approaches the teaching-learning process to fifth grade students in primary school to understand the mathematical objects reasoning and proportion.